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Reading

At Lane End Primary School, reading is taught in a variety of ways to ensure children acquire the breadth of skills needed to develop a love for reading.

Individual Reading Books

Each child has a reading book to take home from our reading scheme which is banded according to book band stages. Each of these stages are graded by colour and the children are encouraged to read a range of fiction, non-fiction, poetry and plays.

This table shows the year groups that each band relates to. The Phonics phases 1-6 have also been shown to indicate how they relate to the Key Stage 1 year groups.

Reading Bands(1)

Children should be able to read these books with approximately 95% accuracy to develop their fluency and confidence.

Children are initially taught to use phonics as the main strategy for decoding words and so will initially take home letter sounds to learn. This will then progress to learning a range of common words by sight (high frequency words). Once children are confident with their sounds and some words, they will then be given a book to take home from the reading scheme.

Guided Reading

Principles of Guided Reading

The key difference between hearing individual readers and using guided reading sessions is that Guided Reading is very much focused on the teaching of reading skills within word, sentence and text level. The level of the text is chosen carefully by the class teacher to ensure the children have the appropriate challenge to develop their reading skills.

At KS1 the focus is more towards decoding, understanding how different genres of books work and reading words within a sentence. At KS2, the focus shifts more towards comprehension and developing higher order reading skills across a range of genres.

  • KS1 have a daily guided reading session
  • In KS2 there are at least three guided reading sessions per week 

Each guided reading session lasts approximately 30 minutes and follows the structure below:

Text Introduction

Looking at the author, what the cover of the book tells us.  If it is non-fiction, what sort of text is it? (Recount, instructions etc…)

Strategy Check

This is based upon the old spotlights model from the NLS. However, it is also possible to include strategies for comprehension.

Independent Reading

The basic sequence may well change slightly from KS1 to KS2 as the focus shifts from decoding skills to comprehension.  In KS1 there may be more of an emphasis on teaching the decoding skills and reading strategies, yet in KS2 it may well be that in some sessions you don’t actually hear the children read and so the ‘independent reading’ part is skipped, but discuss the text in much further depth. In these cases, the children would have done the required reading prior to the guided reading session with the teacher.

If the ‘independent reading’ part is used, the children should be reading silently to themselves on the appropriate section of text except for the child the teacher is listening to.  This provides the opportunity for the teacher to focus on individuals with key questions to help develop individual skills.

Return to the Text

This is where you may discuss the meanings of new words that the children have come across or decode particularly difficult words by revisiting the spotlights from the strategy check used earlier.

Response to the Text

This is closely linked to the previous section and could be all rolled into one if appropriate.  (E.g. discussing why the author may have chosen particular words that you have discussed the meaning of). During this part of the session a range of different strategies could be used for example: oral/written prompts or drama/speaking and listening activities.  These activities will allow the children to explore what they have read further and are focused mainly on developing comprehension skills.

Shared Reading

This activity takes place throughout the day and across a range of subjects in the curriculum. A wide range of texts are shared with the whole class which is usually above the reading level of the children. The class teacher models using the reading skills that are taught in guided reading to reinforce and give purpose to the children’s learning.

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